Utah's Least Restrictive Behavioral Interventions Guidelines

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Name of Strategy S-10. Mentoring/ School-Based The program provides a structured opportunity for at-risk students to build trusting and supportive relationships with an adult at school, and through this relationship, to build a strong school connection that will carry them through to graduation. S-11. Peer Tutoring The use of same- or crossage peers for academic tutoring, structured social engagement, or peer “buddies.” o o o o o o o o o Description for Implementation Focus on “connections” at school, not monitoring work or nagging regarding behavior. Use a staff volunteer not in classroom and not an administrator. Match student to volunteer: 20 minutes minimum per week. Emphasize the importance of being ready to meet with the student on a regular, predictable, and consistent basis. The goal is not to become a “friend” but a positive adult role model who expresses sincere and genuine care for the student. Tutors must be taught how to teach. The teacher models examples and nonexamples of the process of peer tutoring. Tutors must be taught what to do if tutee does not comply. Teacher assigns partners. Tutors must be given the option to drop out at any time without penalty. Special Considerations School-based mentoring programs typically target at-risk students based on a variety of factors such as poor attendance, school-related behavior problems, poor grades and/or teacher/counselor referrals. Program objectives vary from improving student self-esteem and attitudes about school to improving student test scores and academic performance. It is important for students to play both the role of the tutor and tutee. Expectations and learning objectives should be clearly outlined. Break steps into precise, easy-to-follow directions. Initially, peer tutoring should be undertaken only with close and ongoing teacher supervision to ensure success. Data Sources Mentors’ logs, and student-level data such as: o o o Attendance. Grades. Mentoring sessions outcomes. Conduct classroom observations. Collect student feedback. Gather fidelity data by keeping a daily tutoring log. References • Converse, N., & Lignugaris/Kraft, B. Evaluation of a school-based mentoring program for at-risk middle school youth. Remedial and Special Education, first published on July 2, 2008 as doi:10.1177/074193250731402 3 [Abstract] [Online First [PDF]] • Organizing effective schoolbased mentoring programs. National Association of Parners in Education, Inc. 1992. Available through NAPE, 901 Nort Pitt Street, Suite 320, Alexandria, VA 22314. Phone: 703-836-4880. http://www.partnersineducatio n.org • Maheady, L., Harper, G. F., Mallette, B., & Karnes, M., (2004). Preparing pre-service teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27, 408-418. • Deshler, D. D., Schumaker, J. B., & Hock, M. F. (2004). Strategic tutoring. Longmont, CO: Sopris West. • Northwest Regional Education Laboratory: http://www.NWREL.com • Improving Outcomes for All Students K-8: http://www.k8accesscenter.org 61
Name of Strategy S-12. Planned Ignoring Either teacher or student ignores inappropriate behavior of other student(s). S-13. Over-Correction Performing an appropriate behavior intensely or repeatedly after the occurrence of an inappropriate behavior. There are four types of overcorrection procedures. o o o o o o o o o o Description for Implementation This strategy is appropriate with students who are seeking attention using inappropriate behaviors. Do not respond to student’s inappropriate behavior. Do not make eye contact, talk, argue or interact in any way. Act emotionally neutral by not looking angry or upset. Appear involved in another activity, or direct attention to students who are being appropriate. Planned ignoring should never be used with dangerous behaviors. Give a verbal cue. Follow the verbal cue with timeout from positive reinforcement. Proceed with restitutional activity. Minimize attention. Observe the student. Special Considerations An extinction burst is likely to occur before the total extinction of the behavior. Expect the behavior to worsen before it gradually gets better. It is especially important to keep ignoring the student’s negative behavior during this time. It is also imperative to reinforce the student immediately once he/she uses an appropriate method of communicating, behaving, etc. Peers may reinforce the student, so it may be necessary to use a group contingency or other method to encourage peers to ignore behavior as well. For all over-correction procedures, forceful physical guidance is not suggested by best practice. Data Sources Conduct duration recording for the length of time the negative behavior occurs, or event recording for frequency of behavior, depending on the type of behavior to be ignored. Collect data on the rate, frequency, or percentage of intervals of occurrence of the problem behavior for at least three days before implementing over-correction procedures. References • Harlan, J.C. (1996). Behavior management strategies for teachers: Achieving instructional effectiveness, student success, and student motivation – Every teacher and any student can. Springfield, IL: Charles C Thomas. • Buck, G.H. (1992). Classroom management and the disruptive child. Music Educators Journal. 79. • Planned Ignoring Strategy: http://www.angelfire.com/ky/ touristinfo/ignore.html • Planned Ignoring: http://www.learnnc.org/lesso ns/RitaLawrence5232002498 • Kerr, M. M. & Nelson, C. M. (1989). Strategies for managing behavior problems in the classroom. Columbus, OH: Merrill Publishing Company. • Jenson, W. R., Sloane, H. N., & Young, K. R. (1988). Applied behavior analysis in education: A structured teaching approach. Englewood Cliffs, NJ: Prentice Hall. 62
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LEAST RESTRICTIVE BEHAVIORAL RESTRI
Page 3 and 4:
Table of Contents Table of Contents
Page 5 and 6:
I. Introduction I.A. Purpose of the
Page 7 and 8:
II. Effective Classroom Management
Page 9 and 10:
likelihood that they will continue
Page 11 and 12: I.B. Checklist for Classroom Manage
Page 13 and 14: The RtI Model is a three-tiered sys
Page 15 and 16: IV. Data Collection IV.A. Data-Base
Page 17 and 18: Baseline Data Baseline data are col
Page 19 and 20: IV.C. Classroom Data Behavior Data
Page 21 and 22: V. Functional Behavior Assessment (
Page 23 and 24: Behavior Intervention Plan (BIP) Us
Page 25 and 26: VI.C Emergency Contact Form If an e
Page 27 and 28: VII. Responsibilities VII.A. Respon
Page 29 and 30: Selecting Interventions Classroom p
Page 31 and 32: VIII. Intervention Procedures: Over
Page 33 and 34: IX.A. Universal Interventions for P
Page 35 and 36: Name of Strategy Description for Im
Page 37 and 38: Name of Strategy A-6. Differential
Page 39 and 40: Name of Strategy A-6(b). Differenti
Page 41 and 42: Name of Strategy A-6(f). Differenti
Page 43 and 44: Name of Strategy A-10. Group Reinfo
Page 45 and 46: Name of Strategy A-14. Instructiona
Page 47 and 48: Name of Strategy A-17. Parent Train
Page 49 and 50: Name of Strategy A-19(a) Continuous
Page 51 and 52: Name of Strategy A-20. Prompting/ C
Page 53 and 54: Name of Strategy A-24. Staff Traini
Page 55 and 56: IX.B. Targeted Interventions for At
Page 57 and 58: Name of Strategy S-1. Administrativ
Page 59 and 60: Name of Strategy S-4. Detention Bef
Page 61: Name of Strategy S-9. In-School Sus
Page 65 and 66: Name of Strategy S-15. Response Cos
Page 67 and 68: Name of Strategy S-19. Time Out, In
Page 69 and 70: Name of Strategy o Description for
Page 71 and 72: IX.C. Intensive, Individual Interve
Page 73 and 74: Name of Strategy F-1. Contingent In
Page 75 and 76: Name of Strategy F-1(b). Aromatics
Page 77 and 78: Name of Strategy F-3. Extinction No
Page 79 and 80: Name of Strategy F-7. Mechanical Ha
Page 81 and 82: Name of Strategy F-10. Satiation Ad
Page 83 and 84: Name of Strategy F-13. Visual Scree
Page 85 and 86: with at least one of the student’
Page 87 and 88: 4. If the LEA, the parent, and rele
Page 89 and 90: XI. Appendix XI.A. ABC Model ABC/UB
Page 91 and 92: The third condition is knowledge of
Page 93 and 94: Components of a Successful Classroo
Page 95 and 96: Implementation Leadership Team Self
Page 97 and 98: Designing Functional Interventions
Page 99 and 100: ll. Functional Behavioral Assessmen
Page 101 and 102: 6 FUNCTION OF PROBLEM BEHAVIOR FUNC
Page 103 and 104: Functional Behavioral Assessment Te
Page 105 and 106: Student: __________________________
Page 107 and 108: Student:___________________________
Page 109 and 110: Student: __________________________
Page 111 and 112: BEHAVIORAL GRAPHING Student Name: _
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OFFICE DISCIPLINE CHECKLIST Conside
Page 115 and 116:
DETAILED PROCEDURE FOR DEALING WITH
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XII. Frequently Asked Questions (FA
Page 119 and 120:
Questions If the offense involved s
Page 121 and 122:
Diagnostic assessment Assessment co
Page 123 and 124:
Positive behavioral support The app
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Utah's Least Restrictive Behavioral Interventions Guidelines

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